Abstract This study explored the experiences of university students who identified as always having had reading difficulties. Thirty-three participants, all from one Australian university, were surveyed and 10 were also interviewed. Findings revealed that many shared academic challenges related to studying, along with a belief that their difficulties were not well understood by staff or peers. While participants disclosed many similar personal struggles related to completing their studies, positive attributes such as determination and time management strategies were frequently mentioned as instrumental in allowing them to reach university. Experiences were more variable regarding awareness of, access to, and satisfaction with university-based support and academic adjustments. To facilitate optimal inclusive educational practices, this study supports the need for greater awareness among staff about challenges faced by these university students along with a more individualised and targeted approach to providing them with academic supports and accommodations.

中文翻译：

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管理阅读和相关读写困难：大学生的观点

摘要 本研究探讨了经常有阅读困难的大学生的经历。来自澳大利亚一所大学的 33 名参与者接受了调查，另外还有 10 人接受了采访。调查结果显示，许多人都面临着与学习相关的学术挑战，并且认为他们的困难没有被工作人员或同龄人很好地理解。虽然参与者披露了许多与完成学业相关的类似个人斗争，但经常提到决心和时间管理策略等积极因素有助于他们进入大学。在对基于大学的支持和学术调整的认识、获得和满意度方面，经验差异更大。为了促进最佳的包容性教育实践，